When discussing the changing sense of reality around 1900 in the cultural arts the lexicon of early modernism reigns supreme. This essay contends that a critical condition for the possibility of many of the turn of the century modernist movements in the arts can be found in exchange of instruments, concepts, and media of representation between the sciences and the arts. One route of interaction came through physiological aesthetics, the attempt to ‘elucidate physiologically the nature of our Aesthetic feelings’ and (...) explain how works of art achieve their effects. Physiological aesthetics provided the terms for new formalist languages of art and criticism, and in some instances suggested optimistic, even utopian, possibilities for art to remake human individuals and societies.Keywords: Physiology; Psychology; Evolution; Aesthetics; Modernism; Art history. (shrink)

Teachers obviously serve as the medium for causing the result of policy as they carry it into schools and classrooms and deliver it to pupils. They mediate between education policy and practice. Knowledge of the exact nature and effects of this vital role is limited. Drawing on a range of research and evaluation of both national and local policy in practice, carried out by the authors in England, this paper illustrates how teachers mediate policy and the resulting outcomes. Further, it (...) proposes a typology of teacher adaptation to education policy. The paper argues that as yet the appropriate professional role for teachers within policy?making and implementation has not been achieved, and outlines what this might be. Finally, it outlines some implications for teacher education. (shrink)

This paper traces the dramatic proliferation of leadership roles in English primary and secondar schools, due mainly to central government education policy of the past two decades. This has transformed schools from relatively simple to highly complex organizations and has impacted on the working conditions of, and demands on, teachers, together with many aspects of schooling. These changes are illustrated with typical examples of schools' leadership structures and their functioning. Interview data provide teachers' views on, and reactions to, the changes (...) in school leadership. The paper also reviews the ways in which teacher education institutions have responded in terms of providing initial and in-service education and training to equip the profession for this new and developing challenge. It examines the reception of such programmes by teachers and the reported impact on schools' management and the role of leadership within it. (shrink)

This paper illustrates some of the tensions and contradictions in schools' attempts to develop parental and family involvement through a case study of parental involvement in an Education Action Zone. It focuses on how schools constructed parental involvement, the kinds of work they engaged in, the issues raised in managing and resourcing parental involvement projects, the perceived benefits of running the projects and the likelihood of the projects being sustainable. It is argued that the models of parental involvement that schools (...) developed had important consequences for the role parents were allowed to play. Varying roles impose different kinds of demands on schools and parents and require different kinds of relationship between schools, parents and the local community. The more expansive the view of parental involvement, the greater the costs in running such projects and, hence, particularly in poor areas, the less chance of them being sustainable. Moreover, there were evident contradictions between the standards and inclusion dimensions of parental involvement projects. In particular, there was, and is, an evident tension for the schools around constructing parents as a resource for schools to tap into in the drive to raise standards and constructing the school as a resource for parents and the wider community to tap into in the drive to promote local regeneration and inclusion. This is being resolved in favour of the standards agenda. (shrink)

Although contemporary sociologists of science have sometimes claimed Max Weber as a methodological precursor, they have not examined Weber's own writings about science. Between 1908 and 1912 Weber published a series of critical studies of the extension of scientific authority into public life. The most notable of these concerned attempts to implement the experimental psychology or psycho-physics laboratory in factories and other real-world settings. Weber's critique centered on the problem of social measurement. He emphasized the discontinuities between the space of (...) the laboratory and that of the factory, showing how several qualitative and historically conditioned differences between the two settings rendered the transfer of instruments and methods between them highly problematic. Weber's critical arguments prepared the ground for his greatest foray into empirical sociology, a survey he directed for the Verein für Sozialpolitik investigating the conditions and attitudes affecting the lives and performance of industrial workers. Using a different measuring instrument — the questionnaire — Weber tried to implement a concept of social measurement which implied a different ontology, drawn not from natural sciences but from the historical sciences. (shrink)

The view that female mammals are more docile appears to arise in part from imposing human values on animal studies. Many reports of sexual dimorphism in physical aggression favouring the male in laboratory rodents appear to select circumstances where that expectation is supported. Other situations that favour the expression of conflict in females have been (until recently) relatively little studied. Although female rodents generally do not show the “ritualised” forms of conflict that characterise male sexual competition, they can use notably (...) damaging strategies (especially if they are of short duration). Such considerations might weigh in the selection of strategies by our own species. (shrink)

The claimed link between dominance and free testosterone is an intriguing one but problems remain in attempting to link this single hormonal measure to human behaviour. These include the heterogeneous nature of dominance, the precise nature of the correlation(s), and whether only testosterone is important.

I much appreciate the honour of being invited to deliver the first Manson lecture, which, its founder has laid down, is to be devoted to the consideration of some subject of common interest to philosophy and medicine. I cannot think of anything which better fulfils that condition than the neurological approach to the problem of perception. The neurologist holds the bridge between body and mind. Every day he meets with examples of disordered perception and he learns from observing the effects (...) of lesions produced by disease, or by the physiologist's experiments, something of how the neural basis of perception is organized. It is possible to study perception as though this was largely irrelevant. How far that view is right will be for you to judge when I have finished. (shrink)